Study On The Teaching Behavior Of Physics Inquiry Classes In Rural Junior Middle School

The new series of basic education reform of our country started in 1999,compared with the former reforms,curriculum concepts,training objectives and teaching methods of this reform were undergone a fundamental transformation.Inquiry became a teaching method advocated by new curriculum reform,and one of the teaching objectives, which were the hot spot of curriculum reform and the nodus of operation. Education of science inquiry has become the important content of physics curriculum.However,the largest challenge of the operation of new curriculum standard was the diathesis of teachers.The concepts of curriculum reform need to be implemented by teachers.Whether curriculum concepts can transform into teaching behavior were the key point and bottleneck of curriculum reform,and the comprehension and participation of teachers were the critical points of whether new curriculum can be promoted successfully.8 years passed by after curriculum reform,the status of scientific inquiry and teaching implementation,especially the status of rural areas should become the focus of attention of researchers.And the status of classroom teaching behavior of physics science inquiry in rural middle school is the focus discussed in this thesis through empirical study.A rural middle school of a county in Hunan Province was selected in this study.Literature analysis,classroom observation,questionnaires, interviews and other research methods were adopted in this study,and the status of physics science inquiry and classroom teaching in rural middle school were systematically analyzed through theory thinking and spot observation. Our results showed that there still were some problems in inquiry-induced teaching,although it has made certain progresses. Teaching behaviors and education concepts of teachers were not essentially transformed.Physics teachers of rural middle school had certain consciousness of inquiry,but exploratory teaching was not implemented in a real sense,with most teachers handled it as a traditional verification experiment or demonstration experiment.The teaching abilities of inquiry were poor.And the dependences of students to teachers were strong,with poor abilities of alone operation.Exploratory laboratory apparatuses were so deficient.The middle-term physical exams didn't achieve the target of testing students' abilities of inquiry, with poor functions of inquiry-oriented.This paper analyzed the sources of the teaching status in rural areas from the following aspects:teachers,students,examination system, laboratory apparatus,outer environment and so on.And proposals are put forward to improve the current status in view of different causes,such as: the promotion of teaching ability of inquiry by changing education concepts and effective teachers training,the perfection of current examination and evaluation systems,the improvement of allocation standards of laboratory in rural middle school through the increasing investment from government.